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You searched for subject:(Instructional interventions). Showing records 1 – 15 of 15 total matches.

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1. Badino, Jennifer. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .

Degree: 2014, California State University – San Marcos

 Studies of individuals with High Functioning Autism Spectrum Disorder (HFASD) have established that a selective pattern of academic and cognitive abilities and deficits characterize this… (more)

Subjects/Keywords: High Functioning Autism Specturm Disorder; Interventions; Instructional strategies

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APA (6th Edition):

Badino, J. (2014). Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Thesis, California State University – San Marcos. Accessed August 15, 2020. http://hdl.handle.net/10211.3/120419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Badino, Jennifer. “Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder .” 2014. Web. 15 Aug 2020.

Vancouver:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10211.3/120419.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Badino J. Reading Comprehension Interventions and Instructional Strategies: A Manual For Students Living with High Functioning Autism Spectrum Disorder . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120419

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

2. Murphy, Michelle R. Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions.

Degree: PhD, Educational Studies, 2016, University of South Carolina

  This quantitative study investigated current data-based instructional decision-making (DBIDM) practices of K-3 general education teachers implementing a MTSS/RTI model to address students’ academic needs.… (more)

Subjects/Keywords: Education; Classroom Teachers'; formative data; instructional decision-making; tiered academic interventions

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APA (6th Edition):

Murphy, M. R. (2016). Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3395

Chicago Manual of Style (16th Edition):

Murphy, Michelle R. “Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions.” 2016. Doctoral Dissertation, University of South Carolina. Accessed August 15, 2020. https://scholarcommons.sc.edu/etd/3395.

MLA Handbook (7th Edition):

Murphy, Michelle R. “Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions.” 2016. Web. 15 Aug 2020.

Vancouver:

Murphy MR. Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions. [Internet] [Doctoral dissertation]. University of South Carolina; 2016. [cited 2020 Aug 15]. Available from: https://scholarcommons.sc.edu/etd/3395.

Council of Science Editors:

Murphy MR. Classroom Teachers' Formative Data Use For Instructional Decision-Making Within Tiered Academic Interventions. [Doctoral Dissertation]. University of South Carolina; 2016. Available from: https://scholarcommons.sc.edu/etd/3395


University of Otago

3. Veloo, Palanisamy Kowndar. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .

Degree: 2010, University of Otago

 This thesis reports on the development of number sense and mental computation proficiencies and their relationship to selected affective variables of Secondary 1 students, following… (more)

Subjects/Keywords: instructional interventions; number sense; mental computation proficiencies; Brunei Darussalam; government secondary schools; mathematics teachers; Primary mathematics teachers; Secondary mathematics teachers

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APA (6th Edition):

Veloo, P. K. (2010). The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/411

Chicago Manual of Style (16th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Doctoral Dissertation, University of Otago. Accessed August 15, 2020. http://hdl.handle.net/10523/411.

MLA Handbook (7th Edition):

Veloo, Palanisamy Kowndar. “The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam .” 2010. Web. 15 Aug 2020.

Vancouver:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10523/411.

Council of Science Editors:

Veloo PK. The Development of Number Sense and Mental Computation Proficiencies: An Intervention Study with Secondary One Students in Brunei Darussalam . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/411


Curtin University of Technology

4. Edwards, Peta S. The impact of instructional interventions on students' learning approaches, attitudes, and achievement.

Degree: 1999, Curtin University of Technology

 Many interacting factors need to be considered when contemplating the optimum conditions for the creation of a learning environment that is compatible with the aims… (more)

Subjects/Keywords: student attitudes; tertiary education; student achievement; instructional interventions

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APA (6th Edition):

Edwards, P. S. (1999). The impact of instructional interventions on students' learning approaches, attitudes, and achievement. (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Edwards, Peta S. “The impact of instructional interventions on students' learning approaches, attitudes, and achievement. ” 1999. Thesis, Curtin University of Technology. Accessed August 15, 2020. http://hdl.handle.net/20.500.11937/2166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Edwards, Peta S. “The impact of instructional interventions on students' learning approaches, attitudes, and achievement. ” 1999. Web. 15 Aug 2020.

Vancouver:

Edwards PS. The impact of instructional interventions on students' learning approaches, attitudes, and achievement. [Internet] [Thesis]. Curtin University of Technology; 1999. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/20.500.11937/2166.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Edwards PS. The impact of instructional interventions on students' learning approaches, attitudes, and achievement. [Thesis]. Curtin University of Technology; 1999. Available from: http://hdl.handle.net/20.500.11937/2166

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Clemson University

5. Senior Angulo, Joyce. Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior.

Degree: PhD, Food Technology, 2015, Clemson University

 African American women have been disproportionately impacted for decades by the obesity epidemic, which frequently leads to severe chronic diseases such as cardiovascular disease, diabetes… (more)

Subjects/Keywords: African American women; Culturally tailored interventions; Health promotion; Instructional design; Nutrition Education; Overweight and obesity; Nutrition

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APA (6th Edition):

Senior Angulo, J. (2015). Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1596

Chicago Manual of Style (16th Edition):

Senior Angulo, Joyce. “Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior.” 2015. Doctoral Dissertation, Clemson University. Accessed August 15, 2020. https://tigerprints.clemson.edu/all_dissertations/1596.

MLA Handbook (7th Edition):

Senior Angulo, Joyce. “Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior.” 2015. Web. 15 Aug 2020.

Vancouver:

Senior Angulo J. Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2020 Aug 15]. Available from: https://tigerprints.clemson.edu/all_dissertations/1596.

Council of Science Editors:

Senior Angulo J. Web-Based Nutrition Education Intervention for African American Women Using the Theory of Planned Behavior. [Doctoral Dissertation]. Clemson University; 2015. Available from: https://tigerprints.clemson.edu/all_dissertations/1596

6. Griffin, Crystal Simone. A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

  Reading is essential for successful maneuverability in society. Although many children learn to read in elementary school without much difficulty, there are a fairly… (more)

Subjects/Keywords: Education; Psychology; reading interventions; instructional effectiveness; instructional efficiency; kindergarten

…School Psychology, Reading Interventions vii TABLE OF CONTENTS Page Abstract… …Letter-Sounds Identified with Feedback on the 4th Trial per Minute of Instructional Time… …Correct Letter-Sounds Identified without Feedback on the Final Probe Per Minute of Instructional… …Identified Correctly by Instructional Condition for Jessica…. ......82 4.2 Repeated… …Acquisition of Trials for the Number of Letter-Sounds Identified Correctly by Instructional… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Griffin, C. S. (2009). A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1237210291

Chicago Manual of Style (16th Edition):

Griffin, Crystal Simone. “A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance.” 2009. Doctoral Dissertation, The Ohio State University. Accessed August 15, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1237210291.

MLA Handbook (7th Edition):

Griffin, Crystal Simone. “A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance.” 2009. Web. 15 Aug 2020.

Vancouver:

Griffin CS. A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Aug 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1237210291.

Council of Science Editors:

Griffin CS. A Comparison of the Effectiveness and Efficiency of Traditional Phonics - Distributed Practice, Traditional Phonics - Massed Practice, and Incremental Rehearsal on Kindergarten Students' Letter-Sound Correspondence Performance. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1237210291


Western Kentucky University

7. Ross, Gregory E. The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance.

Degree: EdD, Educational Leadership Doctoral Program, 2012, Western Kentucky University

  As school districts work to utilize instructional time, student behavior is often a huge hindrance to maximizing instruction. In 2001 while at the University… (more)

Subjects/Keywords: positive behavior interventions; discipline referrals; school attendance; Kentucky school effectiveness; Kentucky Center for Instructional Discipline; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching

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APA (6th Edition):

Ross, G. E. (2012). The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/30

Chicago Manual of Style (16th Edition):

Ross, Gregory E. “The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance.” 2012. Doctoral Dissertation, Western Kentucky University. Accessed August 15, 2020. https://digitalcommons.wku.edu/diss/30.

MLA Handbook (7th Edition):

Ross, Gregory E. “The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance.” 2012. Web. 15 Aug 2020.

Vancouver:

Ross GE. The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance. [Internet] [Doctoral dissertation]. Western Kentucky University; 2012. [cited 2020 Aug 15]. Available from: https://digitalcommons.wku.edu/diss/30.

Council of Science Editors:

Ross GE. The Effects of Positive Behavioral Interventions and Support on Student Discipline Referrals and Attendance. [Doctoral Dissertation]. Western Kentucky University; 2012. Available from: https://digitalcommons.wku.edu/diss/30


University of Oregon

8. Apichatabutra, Chanisa, 1978-. The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school.

Degree: 2009, University of Oregon

 This study investigated the effectiveness of function-based academic and behavior intervention on behavior and reading improvement for five English language learners who exhibited escape-maintained problem… (more)

Subjects/Keywords: English language learners; Cultural responsiveness; Function-based interventions; Instructional interventions; Positive behavior support; Early literacy; English as a second language; Problem behaviors; Reading; Thailand

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APA (6th Edition):

Apichatabutra, Chanisa, 1. (2009). The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Apichatabutra, Chanisa, 1978-. “The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school.” 2009. Thesis, University of Oregon. Accessed August 15, 2020. http://hdl.handle.net/1794/10066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Apichatabutra, Chanisa, 1978-. “The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school.” 2009. Web. 15 Aug 2020.

Vancouver:

Apichatabutra, Chanisa 1. The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school. [Internet] [Thesis]. University of Oregon; 2009. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1794/10066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Apichatabutra, Chanisa 1. The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

9. Walker Driesel, Deborah. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.

Degree: 2013, Liberty University

 Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education… (more)

Subjects/Keywords: Accelerated Math; instructional strategies; interventions; mathematics; Renaissance Learning; response to intervention; Curriculum and Instruction; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education; Special Education and Teaching

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APA (6th Edition):

Walker Driesel, D. (2013). Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/786

Chicago Manual of Style (16th Edition):

Walker Driesel, Deborah. “Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.” 2013. Doctoral Dissertation, Liberty University. Accessed August 15, 2020. http://digitalcommons.liberty.edu/doctoral/786.

MLA Handbook (7th Edition):

Walker Driesel, Deborah. “Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.” 2013. Web. 15 Aug 2020.

Vancouver:

Walker Driesel D. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Aug 15]. Available from: http://digitalcommons.liberty.edu/doctoral/786.

Council of Science Editors:

Walker Driesel D. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/786

10. Stroud, Mary W. A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2015, University of Cincinnati

 This investigation, rooted in both chemistry and education, considers outcomes occurring in a small-scale study in which concept mapping was used as an instructional intervention… (more)

Subjects/Keywords: Chemistry; calorimetry; concept maps; chemistry laboratory; undergraduate chemistry; laboratory instruction; instructional interventions

…solving is emphasized and clear conceptual understanding is desired, instructional interventions… …instructional interventions which assist in the construction of conceptual knowledge while affirming… …approached as a perfunctory exercise. Rather, I submit that laboratory work and instructional… …interventions should be well considered in order to provide students with optimal experiences and… …concept mapping as an instructional intervention during a thermochemistry laboratory was… 

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APA (6th Edition):

Stroud, M. W. (2015). A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496

Chicago Manual of Style (16th Edition):

Stroud, Mary W. “A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed August 15, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496.

MLA Handbook (7th Edition):

Stroud, Mary W. “A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory.” 2015. Web. 15 Aug 2020.

Vancouver:

Stroud MW. A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2020 Aug 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496.

Council of Science Editors:

Stroud MW. A Study of Concept Mapping as an Instructional Intervention in an Undergraduate General Chemistry Calorimetry Laboratory. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427899496

11. Proctor, Carla Jene Mackey. Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations.

Degree: PhD, Special Education, 2010, Texas Woman's University

 The purpose of this research study was four-fold: (1) to determine to what extent educational diagnosticians possess knowledge of Cattell-Horn-Carroll (CHC) theory of cognitive ability… (more)

Subjects/Keywords: Education; Accommodations; Brain research; CHC Theory; Cattell-Horn-Carroll theory; Cognitive/achievement; Educational diagnosticians; Instructional interventions

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APA (6th Edition):

Proctor, C. J. M. (2010). Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10819

Chicago Manual of Style (16th Edition):

Proctor, Carla Jene Mackey. “Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed August 15, 2020. http://hdl.handle.net/11274/10819.

MLA Handbook (7th Edition):

Proctor, Carla Jene Mackey. “Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations.” 2010. Web. 15 Aug 2020.

Vancouver:

Proctor CJM. Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/11274/10819.

Council of Science Editors:

Proctor CJM. Educational diagnosticians' perceptions on the link between CHC theory and recommendations of instructional interventions and accommodations. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/10819

12. She, Xiaobo, Ms. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.

Degree: Curriculum & Instruction, 2011, Texas Tech University

 A multitude of studies have revealed that considerable numbers of preservice teachers have impoverished understanding of many mathematics concepts and processes they need for teaching… (more)

Subjects/Keywords: Mathematics education; Preservice teachers; Middle school level; Instructional interventions; Mathematical content knowledge

interventions as to their understanding of linear function and slope. A further qualitative analysis… …engendered a surprising conclusion: the interventions had nothing to do with preservice teachers… …103 Figure 5.1 Frequency of participants’ satisfaction on interventions ....117 Figure… …effective interventions that improved the preservice teachers’ knowledge level related to these… …Interventions were implemented to remediate preservice teachers’ deficiencies in these topics. These… 

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APA (6th Edition):

She, Xiaobo, M. (2011). Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2011-08-1795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

She, Xiaobo, Ms. “Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.” 2011. Thesis, Texas Tech University. Accessed August 15, 2020. http://hdl.handle.net/2346/ETD-TTU-2011-08-1795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

She, Xiaobo, Ms. “Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study.” 2011. Web. 15 Aug 2020.

Vancouver:

She, Xiaobo M. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

She, Xiaobo M. Exploring the effectiveness of interventions designed to deepen preservice teachers’ conceptual understanding of linear function and slope: A mixed methods study. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-08-1795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Central Florida

13. Conway, Joan. A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction.

Degree: 2006, University of Central Florida

 The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in… (more)

Subjects/Keywords: reading coaches; teachers' attitudes; teachers' perceptions; teachers' instructional practices in reading; early reading; skilled reading; balanced and integrated reading; interventions for struggling readers; Curriculum and Instruction; Education

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APA (6th Edition):

Conway, J. (2006). A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1019

Chicago Manual of Style (16th Edition):

Conway, Joan. “A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction.” 2006. Doctoral Dissertation, University of Central Florida. Accessed August 15, 2020. https://stars.library.ucf.edu/etd/1019.

MLA Handbook (7th Edition):

Conway, Joan. “A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction.” 2006. Web. 15 Aug 2020.

Vancouver:

Conway J. A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction. [Internet] [Doctoral dissertation]. University of Central Florida; 2006. [cited 2020 Aug 15]. Available from: https://stars.library.ucf.edu/etd/1019.

Council of Science Editors:

Conway J. A Correlational Study About Coaching And Teachers' Attitudes, Perceptions, And Practices In Reading Instruction. [Doctoral Dissertation]. University of Central Florida; 2006. Available from: https://stars.library.ucf.edu/etd/1019

14. Ennis, Robin Parks. Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School.

Degree: PhD, Educational Psychology and Special Education, 2013, Georgia State University

  Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work… (more)

Subjects/Keywords: SRSD; self-regulated strategy development; E/BD; emotional and behavioral disorders; writing; residential facilities; instructional strategies; STOP and DARE; PBIS; positive behavioral interventions and supports

…Option Observation System for Experimental Studies PBIS positive behavioral interventions and… …the need for finding evidence-based interventions that will have a positive impact on the… …few studies have focused on writing interventions with students with or at-risk for E/BD who… …et al., 2008). The SRSD model is well-aligned with interventions successful in… …tests (De La Paz, 1999). The implementation of SRSD interventions have resulted in… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ennis, R. P. (2013). Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/85

Chicago Manual of Style (16th Edition):

Ennis, Robin Parks. “Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School.” 2013. Doctoral Dissertation, Georgia State University. Accessed August 15, 2020. https://scholarworks.gsu.edu/epse_diss/85.

MLA Handbook (7th Edition):

Ennis, Robin Parks. “Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School.” 2013. Web. 15 Aug 2020.

Vancouver:

Ennis RP. Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School. [Internet] [Doctoral dissertation]. Georgia State University; 2013. [cited 2020 Aug 15]. Available from: https://scholarworks.gsu.edu/epse_diss/85.

Council of Science Editors:

Ennis RP. Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School. [Doctoral Dissertation]. Georgia State University; 2013. Available from: https://scholarworks.gsu.edu/epse_diss/85


Queens University

15. Martin, Andrea. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .

Degree: Education, 2010, Queens University

 There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age… (more)

Subjects/Keywords: reading ; struggling readers ; instructional interventions ; older poor readers ; school-university partnerships ; university researcher-classroom teacher collaboration ; collaborative process ; expository text ; special education ; teacher education ; ethnography ; curriculum design ; differentiated instruction ; parallel lessons ; inclusion ; adaptive teaching ; exceptional learners ; reading-to-learn ; student engagement ; professional development ; social inclusion ; tiered instruction ; reading comprehension processes ; comprehension-monitoring ; metacognition ; self-regulated learning ; self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Martin, A. (2010). Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Thesis, Queens University. Accessed August 15, 2020. http://hdl.handle.net/1974/5404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Web. 15 Aug 2020.

Vancouver:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Internet] [Thesis]. Queens University; 2010. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1974/5404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.